Working with Goodstart Network Partners to Ensure Student Success
Posted by Julia Gregory
As part of Goodstart Early Learning, Goodstart Institute of Early Learning provides accredited and non-accredited training and professional development to employees from across the Goodstart network.
However, to ensure student success the Institute does not work in isolation with the student. It is essential the Institute forms partnerships with the wider centre and support teams to ensure students are able to achieve their study goals.
Support can come in many forms.
Centre Directors have a responsibility to ensure their educators are meeting the ‘actively studying towards’ requirements. Frequent communication and reporting on the student’s progress is essential to ensure all parties are aware of the student’s progress in their studies.
As the Lead Trainer for South Australia and Northern Territory, I work closely with the centre team - including the student’s Centre Director - to ensure they are able to support the student to meet the study requirements of their course. Area Managers and Early Learning Consultants are kept up-to-date and informed of any special requirements or support that may be needed for a student.
Building cross-team relationships improves communication and support.
As part of the SA/NT leadership team based in the SA CSO I participate in many network meetings as well as the quarterly CSO Practice Support forums. From this participation I am aware of key initiatives occurring within other departments and can pass on this valuable information in my work with students.
I always feel welcome when visiting a Goodstart centre and when speaking with Centre Directors, it is clear they want a highly qualified team with qualifications that are from reputable Registered Training Organisations. By working directly with the Goodstart network and individual centre teams I’m able to build partnerships between students, their employers/supervisors, and the Institute to ensure the successful completion of the qualification, leading to a rewarding career in early childhood.
I’d like to leave you with the quote below.
“There is a general consensus, supported by research, that well-educated, well-trained professionals are the key factor in providing high-quality ECEC with the most favourable cognitive and social outcomes for children”.
Encouraging Quality in Early Childhood Education and Care- OECD. 2018. Early childhood and schools - OECD. [ONLINE] Available at: http://www.oecd.org/education/school/. [Accessed 08 February 2018].
Lead Trainer SA/NT